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PPR > Lesson Planning > Flashcards

Lesson Planning Flashcards

1
Q

bloom’s Taxonomy

A

used to classify educational learning objectives into levels of complexity and specificity. Provides a framework for educators as they plan lessons.

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2
Q

ultimate goal is for students to have

A

comprehensive knowledge of a subject so they can continue to develop their own ideas and understanding

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3
Q

Different levels have verbs associated to help ecuator

A

identify the level of the task. In other words, the focus is on: what the student is doing

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4
Q

Pyramid of levels

A

foundational skills at the base, and increasing rigor as they work their way up that particular skill or concepts

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5
Q

Levels of Bloom’s Taxonomy

A

Remember
Understand
Apply
Analyze
Evaluate
Create

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6
Q

Remember Level

A

rote memorization or recall
verbs include (define, memorize, list)

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7
Q

Understand Level

A

explanation of an idea or concept
verbs include (describe, recognize, identify)

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8
Q

Apply Level

A

use the information acquired in a new setting/problem
verbs include (implement, solve, and demonstrate)

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9
Q

Analyze level

A

connect different ideas
verbs include (differentiate, compare, contrasts, predict

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10
Q

Evaluate

A

justify a stance
verbs include (defend, support, and critique)

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11
Q

Create

A

produce original thoughts or work
verbs include (design, author, formulate)

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12
Q

Not necessary to hit every level in every lesson. They do need to keep in mind, however, that students must

A

remember a concept before they can understand it

understand a concept before applying it

have analyzed a process before evaluating it

have completed an evaluation before creating something new

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13
Q

Learning goal v

A

big picture focus of a class or unit within a class. Should be considered in the frame of “The student will…” and summarizes expectations set out in standards provided by the state. connecting goals to standards will ensure that the goals are age-appropriate and aligned with campus and district goals

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14
Q

Learning objectives

A

specific learning outcomes, or the specific skill or knowledge that the student is expected to master in a lesson. specific standards states use to assess students on state exams. They should start with a verb and be measureable

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15
Q

learning goal is a _____ focus. A learning objective is a _______ that can be directly measured.

A

Learning goal - big picture focus
learing objective - specific outcome that can be measured

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16
Q

When evaluating learning goals, ask yourself the following

A

are studnets’ needs and interests being considered, what specific learning outcomes will be tied to this, is it student-centered

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17
Q

When evaluating learning outcomes, ask yourself the following

A

is it responsive to students’ current skills and knowledge, does it start with a verb and describe measurable outcomes that can be assessed, how can I measure this.

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18
Q

When writing learning objectives, it is important to consider

A

where the goal falls on the Bloom’s Taxonomy continuum of higher-order thinking skills, and use verbs that link to the level

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19
Q

Remember objective example

A

Recall the date of…
remember the definition of …

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20
Q

Understand objective example

A

Summarize the effects of …
compare the …
explain the meaning of …

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21
Q

Apply objective examples

A

use the definition of ___ to identify …

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22
Q

Analyze objective examples

A

Differentiate between ____ and ____.
Outline the reasons…

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23
Q

Evaluate objective examples

A

determine the success of…
evaluate how….

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24
Q

Create objective examples

A

create a plan to …
develop a plot that …

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25
Q

TEKS Texas Essential Knowledge and Skills

A

base curriculum for every subject in every grade level taught at a Texas Educaiton Agency (TEA) approved school. It determines the information each students should know and skills they should be able to do and provides an outline for curriculum design and learning goals that classrooms should accomplish for the year.

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26
Q

Teachers in Texas must understand the significance of the TEKS and utilize this guide to determine

A

instructional goals and objectives

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27
Q

Most important theme of the PPR for developing learning activities and experiences is to

A

design them so that they support a specific objective or set of objectives in the unit. Activities must have a clear purpose and be presented in an appropriate manner that is consistent with the student’s abilities

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28
Q

To ensure expriences support specific objectives or set of objectives, the teacher should ask themselves

A
  1. is the objective of the assessment clear?
  2. Is this material relevant to the instructional unit in which we are currently working?
  3. is this age-appropriate? (students need reading material and other forms of media that are on an appropriate level for them developmentally)
  4. Can this activity be assessed in an objective manner? (Generally, rubrics are used for projects and writing assignments)
  5. Will the majority of the students find this meaningful and relevant?
  6. Is this consistent with the goals and expectations of the state standards?
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29
Q

Ensure that activities _____. Then, make sure the activities _____.

A

Ensure the activities clearly support specific objectives. Then, make the activities interesting and purposeful.

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30
Q

Backward Design

A

also known as backward planning, is the approach to lesson planning where the teacher starts with the goal (usually an objective derived from state standards) and works backward to identify all skills and activities needed to ensure student success.

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31
Q

Steps to Backward Design

A
  1. Start at the end, with the final goal or objective. You’ll identify what the students will learn or be able to do.
  2. From there, determine how to assess. Identify how the students will show mastery and how it will be measured
  3. Finally, plan your lessons. Think through the instruction and learning experiences students will need to meet the objective.
32
Q

Teachers should consider appropriate standards and goals in order to

A

understand what end result is desired.

33
Q

Tachers should decide specifically how mastery is to be measured and develop

A

an appropriate assessment before starting to plan day-to-day lessons

34
Q

Teachers should design all activities, assignments, and projects to support the end goal

A

and prepare students to be successful on the final assessment while respoecting students’ developmental stages and meeting their desired levels of thinking

35
Q

Teachers should consider the questions that will be posed to students during the development and flow of each lesson based upon

A

responses received from students througout each lesson’s periodic informal formative assessments

36
Q

Teachers should plan to end each lesson with a closure activity

A

a time to sumamrize the learning for the day. Examples included Q&A from teacher to student, summary of the lesson, prompt requiring a written response

37
Q

In backward planning, work backward compared to the student perspective. Decide on

A

The outcome first, then how mastery will be measured, then the lessons.

38
Q

When planning instructional units, teachers should consider how instructional concepts and goals

A

move logically and in sequence, so students can comprehend how each unit applies to previous units of study. Thankfully, most teachers do not have to figure this out on their own.

39
Q

A scope and sequence

A

tool that helps teachers organize state standards into manageable plans for their classroom. Scope refers to the topics to be covered and how deeply to cover them

40
Q

Scope refers to

A

topics covered and how deeply to cover them.

41
Q

sequencing describes

A

the order in which the topics are to be taught.

42
Q

scope and sequence allows teachers across campuses

A

to cover the same content within the year. Lets students transfer classes or campuses during the school year and encourages level of continuity among schools.

43
Q

scope and sequence give teachers a

A

starting point for planning instruction. It helps to maintain the most logical progression of learning objectives

44
Q

when it comes to specific units of instruction, teachers should plan out

A

entire units before beginning instruction to ensure all standards are accounted for and that content is presented in a logical, coherent manner

45
Q

teachers ____ stick to the exact plans no matter what

A

should not stick to the exact plans no matter what. Even carefully planned instruction must remain flexible to meet the needs of students

46
Q

when making adjustments, use

A

your scope and sequcence to ensure adequate time to cover the scope, and not get too far off the sequence

47
Q

Effective teachers plan with a zoomed-out, big-picture view to assure

A

logical sequencing and support instructional goals

48
Q

When it comes to pacing classroom instruction, lessons and units

A

cannot move too fast or too slow. They need to be just right

49
Q

structure individual lessons and larger units of instruction t allow

A

adequate time between the learning objective.

50
Q

Leaving adequate time between learning objectives, provides the opportunity for students

A

to reflect on what they have learned and incorporate the new material with previously learned material.

51
Q

Self-assessing understanding of material and having a sense of closure leads to

A

higher retention and a deeper understanding of the material learned

52
Q

small group instruction

A

opportunity to meet students’ needs throughout the unit, whether that be extra time for reteaching or adding a layer of challenge for students who are ready to move on.

53
Q

students need adequate time for

A

active processing, repetition, and reinforcements.

54
Q

remember you aren’t covering the material,

A

you’re teaching it. You aren’t done until students are done

55
Q

Structuring lessons and units with time for active processing, repetition, and reinforcement will assure

A

students have time for multiple opportunities for students to work with the material in different ways. It will also provide time for students to see and work with the material in meaningful chunks, as opposed to trying to cram too much into one lesson or unit.

56
Q

Teachers should properly space out learning objectives and give students

A

multiple opportunities to work with material in order for them to retain and understand it best.

57
Q

interdisciplinary instruction

A

integrates multiple subject areas by putting them together. By integrating subjects, teachers can provide students with a broader understanding of content and develop the awareness of the ways in which the knowledge and skill of each subject can be utilized in other subjects.

58
Q

interdisciplinary instruction benefits students in many ways

A

draws motivation from different subjects
makes learning meaningful and relevant
prepares students for real life
fosters critical thinking and collaboration
provides greater appreciation of the value of all subject areas

59
Q

thematic units

A

units of instruction that have an overarching, uniting theme or topic. Multiple skills are incorporated into the unit

60
Q

Interdisciplinary connections are all around, and teachers

A

should help students find them

61
Q

when students make connections across disciplines,

A

they are stronger learners overall.

62
Q

One of the most important reasons teachers use assessments in the classroom is

A

to know how to effectively adjust their instruction to meet the needs of their students

63
Q

Teachers need to know if what they are doing is working, and

A

they must assess students to find out

64
Q

Teachers make instructional decision using both

A

quantitative and qualitative data

65
Q

quantitative data

A

numeric, analyzed statistically, test scores

66
Q

qualitative data

A

not numeric, analyzed observationally, anecdotal notes, student surveys

67
Q

Using a variety of assessment methods when collecting data and evaluating performance

A

provides a well-rounded information to the teacher and allows students with diverse needs to have multiple opportunities and formats through which to demonstrate their knowledge

68
Q

once teachers have assessment data, they should

A

use it to make instructional adjustments

69
Q

if the class struggled greatly, the teacher should

A

reteach using a different approach. I should also be confirmed that he expectations were clear

70
Q

if the class demonstrates mastery on most of the assessment, except a small portion, the specific skill or concepts should be retaught. Teachers should take a new approach

A

for the targeted reteaching.

71
Q

if the class demonstrates mastery, teachers should

A

move on or increase the challenge level

72
Q

Effective teachers use data to guide their instruction not only for the whole class but

A

for their small group and individualized teaching as well

73
Q

teachers use quantitative data and qualitative data to make

A

instructional decisions

74
Q

The level of mastery (or lack thereof) students demonstrate should

A

determine next steps

75
Q

If students do not demonstrate mastery,

A

adjust the instructional approach

PPR (12 decks)

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